Article Sidebar

Submitted
July 18, 2025
Published
November 15, 2025
Download
Download PDF here
Statistic
Read Counter : 126 Download : 97

Main Article Content

Abstract

This research explores the concept of grit among students who failed to reach their Qur’an memorization targets, a topic that has received limited attention in educational psychology and Islamic learning contexts. The study aims to clarify the aspects of grit and the factors that influence its development among students at SMP MATAQU Utsman Bin Affan. Using a qualitative phenomenological approach, five participants, three female and two male, third-grade junior high school students were selected through purposive sampling. The data were collected through interviews, observations, and documentation, and analyzed using Interpretative Phenomenological Analysis. The findings show that three participants demonstrated grit characterized by passion and perseverance, while two participants had not yet developed consistent persistence in achieving long-term goals. Internal factors such as interest, disciplined practice, goal orientation, and hope were identified as key components of shaping grit, whereas external factors, including parental involvement, structured school programs, and supportive learning and memorizing culture, further strengthened students’ determination. The results indicate that grit in Qur’an memorization is influenced not only by personal motivation but also by social and institutional support, suggesting that teachers and parents play an important role in cultivating students’ persistence and commitment.

Keywords

Grit Qur'an Memorization Islamic Education Qualitative Study Junior High School

Article Details

License

Copyright (c) 2025 Shabrina Hanifa, Zurratul Muna, Hafnidar Hafnidar

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright Notice

The Psychosophia: Journal of Psychology, Religion, and Humanity is under the Creative Commons Attribution 4.0 International (CC-BY 4.0) License, according to which:
1) Authors retain copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution (CC-BY 4.0) that allows the sharing of articles published with the acknowledgment of authorship and the initial publication in this journal.
2) The authors are authorized to make additional contracts separately for distribution of the version of the work published in this journal (for example, publication in an institutional repository or as a chapter of the book), as long as there is recognition of authorship and initial publication in this journal.
3) Authors are authorized and encouraged to publish and distribute their work online (for example, in institutional repositories or on their personal pages) at any time before or during the editorial process, as it increases the impact and reference of the published work.

How to Cite
Grit on Students Who Did Not Reach The Target of Memorizing The Qur’an at Ma’had Ta’limul Qur’an (Mataqu) Junior High School Utsman Bin Affan. (2025). Psychosophia: Journal of Psychology, Religion, and Humanity, 7(2), 75-88. https://doi.org/10.32923/7qz88112
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

How to Cite

Grit on Students Who Did Not Reach The Target of Memorizing The Qur’an at Ma’had Ta’limul Qur’an (Mataqu) Junior High School Utsman Bin Affan. (2025). Psychosophia: Journal of Psychology, Religion, and Humanity, 7(2), 75-88. https://doi.org/10.32923/7qz88112

References

  1. Qur'an. Motiva: Journal of Psychology, 5(2), 91–100. http://ejurnal.untag-smd.ac.id/index.php/MV/article/view/6679
  2. Ginting, R. F., et al. (2025). Analysis of the use of murrotal audio in helping muraja’ah and its impact on the quality of Qur'an memorization. Creativity: Scientific Journal of Islamic Education, 13(2), 109–132. https://ojs.diniyah.ac.id/index.php/Kreatifitas/article/view/1212
  3. Hadi, N., & Fauzan, M. (2022). Spiritual motivation and its role in academic resilience among Islamic boarding school students. Journal of Islamic Psychology, 4(2), 115–128. https://doi.org/10.21043/jip.v4i2.14567
  4. Helrdiansyah, H. (2020). Metodel penelitian kualitatif untuk ilmu psikologi. Salemba Humanika.
  5. Huda, N., & Rahmah, L. (2021). Factors influencing students’ Qur’an memorization performance in Islamic boarding schools. Tarbiyah: Journal of Islamic Education, 8(1), 65–79.
  6. Ismail, T., et al. (2022). Tahfidz teacher’s strategy in overcoming difficulties in memorizing the Qur’an. Mamba’ul ‘Ulum, 18(2), 159–167. https://jurnal.iimsurakarta.ac.id/index.php/mu/article/view/65
  7. Jamil, I. M., & Mariana, M. (2024). The role of parents towards children in memorizing the Qur'an. Journal of Obsession: Journal of Early Childhood Education, 8(2), 415–422. https://obsesi.or.id/index.php/obsesi/article/view/5533
  8. Jannah, K. I., et al. (2019). The coping strategy of teenagers who memorize the Qur’an in boarding schools in facing boredom. Suhuf: International Journal of Islamic Studies, 31(2), 107–117. https://journals.ums.ac.id/suhuf/article/view/9039
  9. Lam, K. H., & Zhou, M. (2022). Grit, motivation, and learning outcomes: A meta-analysis. Educational Psychology Review, 34(2), 321–344. https://doi.org/10.1007/s10648-021-09620-8
  10. Latipah, E. (2022). Motives, self-regulation, and spiritual experiences of Hafizh (the Qur’an memorizer) in Indonesia. International Journal of Instruction, 15(1), 653–672. https://e-iji.net/ats/index.php/pub/article/view/467
  11. Liu, C., Zhang, J., & Wang, X. (2023). The predictive role of grit in academic resilience and engagement among adolescents. Frontiers in Psychology, 14, 1123579. https://doi.org/10.3389/fpsyg.2023.1123579
  12. Masduki. (2018). Psychological aspects in the process of memorizing the Qur’an. Journal of Islamic Psychology, 3(1), 11–20.
  13. MATAQU Utsman Bin Affan. (2023, October 25). Info PPDB Dayah MATAQU Utsman Bin Affan Lhokseumawe T.A. 2024/2025 [Photographs]. Instagram. https://www.instagram.com/mataquutsmanbinaffan
  14. Putri, A. D., & Harfiani, R. (2022). The problem of student activities memorizing the Qur'an at Al Munadi IT Junior High School Medan. Journal of Education, Social Sciences, and Community Service, 2(3), 796–806. https://jurnal.permapendis-sumut.org/index.php/edusociety
  15. Rahmawati, A., Fitria, R., & Suryono, A. (2021). Integration of Tahfidz programs in Islamic boarding schools: Challenges and strategies. Al-Tarbawi: Journal of Islamic Education, 13(2), 210–225.
  16. Rahman, M., Yusuf, M., & Wahyuni, S. (2021). The relationship between grit and persistence in Qur’an memorization among students. Jurnal Psikologi Islam, 8(2), 101–112.
  17. Ryan, R. M., & Deci, E. L. (2020). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
  18. Sari, M. A., Suryana, Y., & Faqih, U. (2023). Tahfidz teachers’ strategies in improving Qur’an memorization. Journal of Islamic Religious Student Thought, 1(1), 31–48. https://jurnal.staip.ac.id/index.php/murid/article/view/103
  19. Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407–441. https://doi.org/10.3102/00346543046003407
  20. Stoeber, J., & Otto, K. (2019). Positive conceptions of perfectionism: Approaches, evidence, challenges. Personality and Social Psychology Review, 23(4), 359–399. https://doi.org/10.1177/1088868319838549
  21. Sugiyono. (2019). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
  22. Vivekananda, N. L. A. (2017). A descriptive study of grit in students of the Faculty of Psychology, Maranatha Christian University, Bandung. Humanities Journal of Psychology, 1(3), 183–196. https://doi.org/10.28932/humanitas.v1i3.756
  23. Yuniati, N., Nashir, J., & Amin, L. H. (2024). The influence of boarding school programs on Tahfidz learning achievement at Al Hadi Mojolaban Islamic Junior High School Sukoharjo for the 2023/2024 academic year. Scientific Journal of Educational Vehicles, 10(6), 979–985.
  24. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13–39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7

Similar Articles

You may also start an advanced similarity search for this article.